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<h3>Job Description</h3>
Job Description
Position Description:
The Assistant Principal is an educational leader that will foster high levels of academic achievement in their community school site. The Assistant Principal will deliver student results in line with agreed upon goals set by ICEF Public Schools. &nbsp;
Reporting:
This position reports to the Principal.
&nbsp;
FLSA Status: Exempt
Pay Cycle: 12 months
Salary: Commensurate with Experience
Benefits: Medical, Dental, vision, Life Insurance, Retirement Plan
&nbsp;
Essential Functions:
TEAM LEADERSHIP&nbsp; 25%
<ul>
<li>Serves as an administrator and instructional leader of the school, direct and supervise the instructional, discipline, culture, and special education programs</li>
<li>Provides leadership for, and facilitates collaboration with all stakeholders on identifying goals for student achievement; assess progress towards meeting goals; collaboratively develop the school’s Local Control and Accountability Plan (LCAP) and measure the outcome of goals</li>
<li>Works collaboratively with the ICEF Academic Team on the implementation of ICEF Instructional Initiatives at the school site level.</li>
<li>Leads the development of high-quality/effective instruction at the school site; observe and coach teachers to improve instructional planning, teaching practice, and the use of data and assessment</li>
<li>Evaluates the members on his/her team and provides guidance to the Principal in the supervision of team members.</li>
<li>Provides leadership in the area of curriculum, instruction and modifications/accommodations for students with diverse learning needs.</li>
<li>Participates in ICEF Professional Development, and provides effective professional development and training when necessary to enhance instruction for all students, including those with behavioral and learning challenges.</li>
<li>Works collaboratively on the school Attendance Team to support attendance improvement initiatives</li>
</ul>
 STUDENT SUPPORT PROGRAM&nbsp; 25%
<ul>
<li>Supports teachers/teacher teams in developing student Multi-Tiered Systems of Support (MTSS) academic and/or behavioral intervention plans&nbsp;</li>
<li>Works collaboratively with the School Counselor and Principal in the development and implementation of the school’s social emotional learning and mental wellness programming</li>
<li>Collaboratively develops a high-quality/effective school-wide discipline team that aligns with Positive Behavior Intervention and Support, trauma-sensitive approaches, and restorative practices</li>
<li>Supports teachers with the creation and implementation of classroom management plans that are aligned to the PBIS model and are implemented with fidelity</li>
<li>Ensures the fidelity of implementation of the school’s discipline and Positive Behavior Intervention and Support program</li>
<li>Ensures the use of best practices in the implementation of pre-referral behavioral interventions, and the implementation of behavioral support and intervention, as outlined in the IEP</li>
<li>Works collaboratively with the Principal to ensure the appropriate identification, educational programming, and services for special education students.</li>
<li>Ensures due process requirements are met to complete the appropriate development of IEPs and provide ongoing monitoring to ensure IDEA compliance.</li>
</ul>
&nbsp;STUDENT ACHIEVEMENT AND DATA ANALYSIS 20%
<ul>
<li>Continuously monitors, tracks and analyzes student achievement data in order to identify needed supports and strategies</li>
<li>Leads a data-driven school culture that includes the regular use of data by teachers, students and staff.</li>
<li>Implements effective, high quality data analysis cycles with teachers/teacher teams to facilitate the analysis of data provided by ICEF Common Assessments, unit assessments, and formative assessments.</li>
<li>Implements Response To Intervention (RTI) strategies and structures for students based on student achievement data</li>
</ul>
&nbsp;PROFESSIONAL RESPONSIBILITIES 15%
<ul>
<li>Models how to build strong, mutually respectful, relationships with students and families, and supports teachers and staff to do the same.</li>
<li>Maintains work hours extending beyond school hours for other professional duties or functions such as staff meetings, school events, Saturday school, Parent Information Meetings, etc. when necessary</li>
<li>Is available for contact with parents, students, and staff to discuss student issues/concerns after class, at night, or on weekends (via cell phone or in person)</li>
<li>Supervises Instructional Aides, Campus Aides, and/or Intervention Specialists</li>
</ul>
&nbsp;LEADERSHIP EFFECTIVENESS FRAMEWORK FOCUS INDICATORS 15%
<ul>
<li>Implements effective instructional strategies to meet student learning needs</li>
<li>Provides actionable feedback</li>
<li>Tracks student data and uses student data to drive improvement and inform academic interventions</li>
<li>Systems for communicating with and responding to parents</li>
</ul>
&nbsp;
Job Requirements: Minimum Qualifications:
EDUCATION and/or EXPERIENCE
●&nbsp; Bachelor’s Degree (required), Master’s Degree (preferred)&nbsp;
●&nbsp; Hold a valid, Clear California Multiple Subject or Single Subject Teaching Credential, or Pupil Personnel Services Credential (or an equivalent out-of-state credential which is transferrable to California)&nbsp;
●&nbsp; Hold a valid, California Administrative Credential&nbsp;
●&nbsp; Experience working with adult learners, coaching teachers, and delivering professional development&nbsp;
●&nbsp; Significant experience with developing school-wide systems/procedures and driving initiatives with staff&nbsp;
●&nbsp; A deep understanding of PBIS, restorative and trauma-informed practices.&nbsp;
●&nbsp; Ability to leverage data to make data-driven decisions&nbsp;
●&nbsp; At least 5 years of teaching/counseling experience in an urban school setting, serving low income and minority students, at multiple grade levels.&nbsp;
●&nbsp; Experience coaching, leading and supporting teachers&nbsp;
●&nbsp; Strong record of helping students achieve academic success, primarily with minority and low-income students&nbsp;
●&nbsp; Excellence in time management, taking initiative, and follow-through&nbsp;
●&nbsp; Experience in analyzing data and using results to modify instructional practices&nbsp;
●&nbsp; Multi-faceted, multi-skilled, resourceful, and willing to do whatever it takes to help our students reach a level of academic excellence&nbsp;
●&nbsp; Model positive and healthy character traits and habits, including the ICEF Core Values&nbsp;
●&nbsp; Unquestioned integrity and commitment to the ICEF mission and willingness to serve the ICEF community
 SUPERVISORY RESPONSIBILITIES
This position may supervise Teachers, Campus Aides, Instructional Aides, Intervention Specialists, and possibly other positions.
&nbsp;
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
●&nbsp; Must believe in and live out ICEF's Core Values&nbsp;
●&nbsp; Must ensure achievement of ICEF’s mission&nbsp;
●&nbsp; Must have an unwavering belief that all students can learn and achieve success in school&nbsp;
●&nbsp; Must have excellent communication skills, both oral and written, with the ability to foster positive working relationships.&nbsp;
●&nbsp; Must be able to interact with stakeholders at all levels (including all staff, parents, students, and community members) in a respectful manner and provide excellent customer service.&nbsp;
●&nbsp; Must be able to work collaboratively in a team environment&nbsp;
●&nbsp; Must have strong organizational, problem-solving, and time-management skills&nbsp;
●&nbsp; Must attend and participate in ICEF staff meetings as required&nbsp;
●&nbsp; Must attend and participate in ICEF training programs as required&nbsp;
●&nbsp; Must have reliable and insured transportation&nbsp;
●&nbsp; Must be able to travel between schools and the home office as required as a condition of employment&nbsp;
●&nbsp; Must have a valid California Driver’s License.&nbsp;
●&nbsp; Must show proof and maintain a clear TB, DOJ and FBI Clearance&nbsp;
●&nbsp; Must provide documentation of eligibility to work in US&nbsp;
CERTIFICATES, LICENSES, REGISTRATIONS
●&nbsp; A valid CA Clear Single Subject or Multiple Subject teaching credential or PPS credential in School Counseling (or an equivalent out-of-state credential which is transferrable to California).&nbsp;
●&nbsp; A valid CA Administrative credential/ Certificate of Eligibility (or an equivalent out-of-state credential which is transferable to California), or are in the process of obtaining one.
PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.&nbsp;
While performing the duties of this job, the employee is regularly required to sit; frequently required to talk or hear; and occasionally required to stand, walk, and reach with hands and arms, and/or use hands to finger, handle, or feel.&nbsp;
While performing the duties of this job, the employee is occasionally required to move and/or lift up to twenty-five (25) pounds.&nbsp;
Specific vision abilities required by this position include close vision and the ability to adjust focus.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate.&nbsp;
&nbsp;
Continuing Educ./ Training
<ul>
<li>As needed</li>
</ul>
&nbsp;
Certificate &amp; Licenses
<ul>
<li>Valid Driver’s License</li>
</ul>
Clearances
<ul>
<li>Criminal Justice/&nbsp;</li>
<li>Fingerprint Clearance</li>
<li>TB Clearance</li>
</ul>
&nbsp;
Benefits
As a full time employee of ICEF Public Schools, employees are entitled to Medical, Life Insurance, Dental and Vision plans, and 403b&nbsp; retirement programs as offered by ICEF Public Schools. Eligible employees will also be entitled to sick leave and vacation time in accordance with ICEF Public School policies. &nbsp; &nbsp;

High School Assistant Principal (25-26 SY)

<h3>Job Description</h3>
Job Description
 &nbsp;
ASSISTANT PRINCIPAL
JOB DESCRIPTION
Who We Are:
The Dayton Early College Academy (DECA) is an award-winning, high performing network of charter schools located in Dayton, Ohio. Serving grades K-12, DECA’s three campuses are singularly focused on helping children from the city of Dayton gain the skills they need to be successful in college and beyond.&nbsp;
Mission:
We prepare future college graduates today to become the leaders of our community tomorrow.
Core Values:
<ol>
<li>Put students first;</li>
<li>Demand success;</li>
<li>Invest deeply in relationships;</li>
<li>Do what’s right;</li>
<li>Prove education changes lives;</li>
<li>Find joy.</li>
</ol>
Our Students and Results:
We serve students in grades K-12 in the Dayton Public School area; academic proficiency is not considered during the admissions process. Admission is first come, first served.&nbsp;
<ul>
<li>94% of our students are African-American and 72% are economically disadvantaged;</li>
<li>Over 80% of our students will be first in their family to go to college;</li>
<li>DECA is committed to providing a rigorous and engaging academic curriculum;</li>
<li>Our campuses foster an awareness of social justice issues;&nbsp;</li>
<li>Strong community partnerships are at the core of our success;</li>
<li>DECA alumni graduate from college at a rate nearly 5 times the national average for first generation college students and on par with their suburban counterparts.</li>
</ul>
Successful Applicants:
<ul>
<li>Are developing and practicing cultural competence in their teaching, teamwork, and leadership;</li>
<li>Build relationships with students, families, colleagues, and community;</li>
<li>Provide, seek, and act on feedback;</li>
<li>Live our Core Values.</li>
</ul>
Job Summary:&nbsp;
The Assistant Principal supports the management of all facets of daily school operations. The Assistant Principal ensures the safety and welfare of both students and staff and provides for a positive learning environment. The Assistant Principal provides instructional leadership including curriculum planning and implementation, instructional strategies, student accountability, and professional development. Under the guidance of the Board of Directors, the Principal, and the Superintendent, the Assistant Principal develops and implements school policy and operational guidelines. This position reports to the Campus Principal.
Qualifications:
<ul>
<li>Master’s degree;</li>
<li>Three years teaching, supporting the development of teachers, and/or developing curriculum, preferably in urban schools;&nbsp;</li>
<li>Valid Ohio teaching and administrative certification/license;</li>
<li>Previous school leadership experience preferred, including experience working with parents and community groups;</li>
<li>Ability to improvise and work through uncertainties;</li>
<li>Sound student management skills;</li>
<li>Knowledge of state and national standards;</li>
<li>Knowledge of the special needs of students and families who live in poverty;</li>
<li>Experience with technology integration in classroom instruction and the application of technology in administrative duties;</li>
<li>Knowledge of the rules and regulations regarding the education of special needs students.</li>
</ul>
Professional and Personal Requirements:
<ol>
<li>Excellent verbal and written communication skills;</li>
<li>Strong organizational skills; able to pay careful attention to details;</li>
<li>Able to create, monitor, and maintain systems that enhance the efficiency of the organization;</li>
<li>Able to establish and maintain effective relationships at all levels of the organization;</li>
<li>Able to perform well on a team;</li>
<li>Able to prioritize and accomplish highest-leverage activities;</li>
<li>Able to improvise and work through uncertainties; strong problem-solving skills;</li>
<li>Experience working with confidential information;</li>
<li>Effective working in a diverse and rapidly changing teamed environment;</li>
<li>Able to follow up on key information and obligations</li>
<li>Able to drive for results and manage shifting priorities with very little direction;</li>
<li>Able to draw attention to and celebrate schoolwide, classroom, and student success;</li>
</ol>
Duties:Instructional Leadership:
<ul>
<li>Oversee the school’s resident educator program</li>
<li>Provide instructional support for teachers</li>
<li>Support curriculum development and assessment implementation</li>
<li>Support the development and implementation of interim assessments and use data to inform decisions</li>
<li>Assist with the development and communication of the vision of instructional excellence to all faculty</li>
<li>Serve as a role model for students, faculty, and staff in living out the DECA Core Values</li>
<li>Work with faculty and staff to fulfill the school’s mission and objectives</li>
<li>Oversee the school’s academic and behavioral programs&nbsp;</li>
<li>Develop intervention and enrichment plans to ensure the needs of all students are addressed</li>
</ul>
Evaluation &amp; Feedback:&nbsp;
<ul>
<li>Assist with the planning and implementation of new teacher orientation</li>
<li>Encourage the professional growth of instructional staff via professional development, classroom observations, curriculum development, and teacher evaluations</li>
<li>Hold teachers accountable for demanding success from all students behaviorally and academically.</li>
</ul>
Organizational Leadership:
<ul>
<li>Support the recruitment, selection, evaluation, supervision, retention, and dismissal of faculty and staff</li>
</ul>
<ul>
<li>Ensure all faculty are providing rigorous daily lessons</li>
<li>Serve as building test coordinator</li>
<li>As needed assist the special education department to ensure that students with special needs and students with 504 plans are served appropriately</li>
<li>Ensure consistency and commitment in implementing the Student Handbook and Student Code of Conduct</li>
</ul>
School Culture &amp; Student Development:
<ul>
<li>Support the development of a positive, structured, fun school culture for faculty, staff, and students</li>
<li>Collaborate with faculty and staff to foster students’ intellectual, social, and emotional development</li>
<li>Support the development and enhancement of rituals and traditions that reinforce DECA’s college-going culture</li>
<li>Establish and maintain effective communication with parents, volunteers, community partners, and other key stakeholders</li>
<li>Support with both proactive and reactive measures and strategies in regards to student discipline and maintaining a safe classroom and school environment.&nbsp;&nbsp;&nbsp;</li>
</ul>
Terms of Employment:
<ul>
<li>260 days;</li>
<li>Salary to be determined based on experience and education&nbsp;level.</li>
<li>All staff members are issued one-year contracts.</li>
</ul>
Working Environment:
Workplace locations include:
<ul>
<li>School, activity center, outdoor play areas;</li>
<li>Retreat/field sites; and</li>
<li>Other environments as deemed necessary/appropriate.</li>
</ul>
Physical demands:
<ul>
<li>While performing the duties of his/her job, the employee is regularly required to stand, walk, sit, talk, and/or hear.</li>
<li>The employee is occasionally required to reach with hands and arms, stoop, kneel, crouch, or crawl.</li>
<li>The employee must occasionally lift and/or&nbsp;move up to 50 pounds.</li>
<li>Specific vision abilities required for this position include close&nbsp;vision, distance vision, and depth perception.</li>
</ul>
Additional Working Conditions:
<ul>
<li>The noise level in this work environment is quiet to loud depending on the activity and&nbsp;location.</li>
<li>Working conditions for this job include (1) possible exposure to blood, bodily fluids, and tissue;&nbsp;and (2) occasional operation of a motor vehicle to transport students.</li>
<li>The work environment characteristics described here are representative of those&nbsp;employee encounters while performing the essential functions of this job. Reasonable&nbsp;accommodations may be made to enable individuals to perform the essential functions.</li>
</ul>
The information in this job description is in compliance with the Americans with Disabilities Act (A.D.A)&nbsp;and is not an exhaustive list of the duties performed for the position. Additional duties performed by individuals currently holding the position and additional duties may be assigned.
This position is exempt from the Fair Labor Standards Act.
Employee signature below constitutes employee’s understanding of the requirements, essential functions and duties of the position.
Employee:_______________________________________ &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Date:_____________
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Middle School (5-8) Assistant Principal (2025-26)

<h3>Job Description</h3>
Job Description
Basic Function:
The Assistant Principal actively drives student academic outcomes by facilitating professional development and supporting, coaching, and evaluating staff while creating and maintaining a safe and supportive academic culture.&nbsp;&nbsp;
Essential Duties:&nbsp;
<ul>
<li>Provide direct coaching and instructional guidance to staff</li>
<li>Plan and provide professional development in collaboration with others</li>
<li>Model identity-safe, culturally-relevant pedagogical practices</li>
<li>Model effective use of differentiated instructional strategies for diverse learners</li>
<li>Model successful classroom management strategies</li>
<li>Observe staff and debrief the observations to improve teaching practices</li>
<li>Provide staff with regular constructive feedback&nbsp;</li>
<li>Conduct staff evaluations using LPS-approved evaluation rubrics&nbsp;</li>
<li>Co-plan units, lessons, and formative assessments with staff&nbsp;</li>
<li>Support staff in collection and analysis of student data results</li>
<li>Develop staff’s ability to differentiate instruction to meet individualized student needs as determined by diagnostic and formative assessment data</li>
<li>Collaborate with school leaders to make instructional decisions based on student performance and make recommendations for best practices&nbsp;</li>
<li>Evaluate staff performance</li>
<li>Use data to guide coaching plans</li>
<li>Oversee after school, summer and other academic intervention programs&nbsp;</li>
<li>Oversee state and network assessments&nbsp;</li>
<li>Serve on school leadership teams as assigned&nbsp;</li>
<li>Support student discipline&nbsp;</li>
<li>Plan and facilitate student, family, and community meetings and activities&nbsp;</li>
<li>Maintain communication with caregivers as needed&nbsp;</li>
<li>Develop positive relationships with school community that are aligned with LPS’ culture and values</li>
<li>Contribute to the cultivation of strong and cohesive professional learning communities</li>
</ul>
&nbsp;
Other Duties
<ul>
<li>Perform related duties as assigned&nbsp;</li>
</ul>
&nbsp;
Minimum Qualifications
Education and Experience
Any combination equivalent to:&nbsp;
<ul>
<li>a bachelor’s degree from an accredited university</li>
<li>4 years of successful teaching experience in diverse educational setting(s)</li>
<li>Minimum of one year of successful coaching experience&nbsp;</li>
<li>Minimum of one year of successful experience planning and facilitating professional development&nbsp;</li>
</ul>
&nbsp;
Licensing and Other Requirements&nbsp;
<ul>
<li>Valid Clear California Teaching Credential</li>
<li>Valid California Administrative Services Credential or Certificate of Eligibility or Verification of enrollment in an Administrative Services Credential or intent to complete the CPACE exam</li>
<li>Employment eligibility that includes fingerprint, tuberculosis, and/or other employment clearances</li>
</ul>
 &nbsp;
Knowledge of:
<ul>
<li>Instructional programs, methods, and practices that accelerate student learning and achievement</li>
<li>Leadership development practices and effective supervision and performance evaluation</li>
<li>California standards, curriculum frameworks and current research-based practices and trends as they relate to work scope</li>
<li>Culturally-responsive pedagogy&nbsp;</li>
<li>Adult learning principles and change management theory</li>
<li>Effective professional development practices, including data-based inquiry</li>
</ul>
Skills and Ability to:
<ul>
<li>Support, monitor and evaluate instructional program effectiveness</li>
<li>Use and analyze data to develop action plans</li>
<li>Implement collaborative and team building processes</li>
<li>Plan, implement, and monitor high-leverage professional development</li>
<li>Facilitate dissent and conduct difficult and constructive conversations effectively</li>
<li>Provide timely and actionable feedback, including officially evaluating staff performance</li>
<li>Provoke, inspire and motivate people to make progress toward goals</li>
<li>Communicate effectively both orally and in writing</li>
<li>Work effectively across diverse communities</li>
<li>Manage various projects and/or demands demonstrating flexibility and effective time-management skills</li>
</ul>
&nbsp;
Working Conditions:
Environment
<ul>
<li>Instructional environment which includes indoor and outdoor activities</li>
</ul>
&nbsp;
Physical Demands
<ul>
<li>Mental acuity</li>
<li>Dexterity of hands and fingers to operate a computer keyboard</li>
<li>Hearing and speaking to communicate&nbsp;</li>
<li>Seeing to observe and read materials</li>
<li>Sitting or standing for extended periods of time&nbsp;</li>
<li>Pulling, pushing, lifting and/or carrying instructional materials and equipment</li>
</ul>
Leadership Public Schools is an equal opportunity employer committed to diversity at&nbsp;all levels.
Notification of Non-Discrimination Policy
Leadership Public Schools prohibits discrimination, harassment, intimidation, and bullying based on actual or perceived race, religion creed, color, national origin, ancestry, age, parental, family, or marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, gender identity, gender expression, sex (sexual harassment), or sexual orientation, or association with a person or a group with one or more of these actual or perceived characteristics. &nbsp;Complaint forms are available at school sites and on the network webpage at <a href="http://www.leadps.org" target="_blank">www.leadps.org</a>. &nbsp;
For inquiries or concerns regarding LPS nondiscrimination policy or the filing of discrimination complaints please contact:&nbsp;
Chris Harrell, Director of Student Services and Facilities, Title IX Coordinator 99 Linden Street Oakland, CA 94607 email: <a href="mailto:charrell@leadps.org" target="_blank">charrell@leadps.org</a> Phone: 510-830-3780 x115
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High School Assistant Principal (SY 2025-26)

<h3>Job Description</h3>
Job DescriptionSalary: Starting Salary: $82,500 
Crossroads Charter Schools is looking for highly effective, highly qualified and highly motivated individuals to join our organization. Ideal candidates will have experience in urban education and be committed to our four core values: High Expectations, Real World Learning, Creative Culture, and Belonging.
 
Crossroads Charter Schools organization is an equal opportunity employer. Applicants are considered for all positions without regard to sex, race, religion, color, national origin, ancestry, age, disability, sexual orientation, gender identity, or any other factor prohibited by law.
 
Job Description: Assistant Principal
 
Direct Supervisor: Principal, or designee
 
School Summary: At Crossroads Charter Schools, we
 
<ul>
<li>Develop school environments where all students are actively and meaningfully engaged in rigorous instruction and authentic learning tasks.</li>
<li>Interrupt the school to prison pipeline policies and practices that are directly and indirectly pushing the most at-risk students out of school and on a pathway to the juvenile and criminal justice systems.</li>
<li>Engage families as partners in meaningful ways.</li>
<li>Nurture an open, collaborative, and trusting environment because the work is enormous, deeply personal, emotional and often difficult.</li>
<li>Engage in on-going job-embedded professional development through co-teaching and co-planning</li>
</ul>
 
Position Summary:
 
The primary responsibilities are to work closely with and support the educational and programmatic leader, the Principal, by coaching staff, managing instructional and behavioral programs, and monitoring student achievement. The Assistant Principal helps the Principal set the curriculum and establish expectations for instruction, assessments and school culture. The Assistant Principal is a hardworking, goal-oriented and enthusiastic professional with excellent subject knowledge and a sound understanding of the Missouri Learning Standards and Common Core State Standards.
Please submit a resume, cover letter and references.
 
Position Responsibilities:
 
<ul>
<li>Assist the principal in driving student learning and engagement</li>
<li>Help ensures that the learning environment is dynamic and conducive to high-level learning.</li>
<li>Assist staff in the data team process, the creation of common formative assessments, the ongoing review, and refinement of curriculum and learning objectives and the implementation of the response to intervention (RTI) strategies. </li>
<li>Provide instructional coaching to staff, track staff progress, and celebrate successes.</li>
<li>Help designs and conduct professional development.</li>
<li>Supervise and evaluate assigned school personnel for the purpose of monitoring performance, providing for professional growth and achieving overall school goals.</li>
<li>Chairs and participates in meetings as assigned for the purpose of coordinating activities and ensuring that outcomes achieve school, district and/or state objectives.</li>
<li>Facilitate communication between personnel, students and/or parents for the purpose of evaluating situations, solving problems and/or resolving conflicts</li>
<li>Provide assistance with student discipline and helps management discipline systems.</li>
<li>Assist in communicating and meeting with students, parents, volunteers, and others to foster strong community relationships.</li>
<li>Represent the school within community forums for the purpose of maintaining ongoing community support for educational goals and/or assisting with issues related to the school environment.</li>
<li>Serve as Acting Principal in the absence of the principal.</li>
<li>Act in a professional and ethical manner at all times and comply with school policies, procedures, and expectations.</li>
<li>Perform other duties and responsibilities as assigned by their supervisor.</li>
<li>All work responsibilities are subject to having performance goals and/or targets established as part of the annual performance planning process or as the result of organizational planning.</li>
</ul>
 
Skills and Qualifications:
<ul>
<li>Masters or Education Specialist in school administration and valid Missouri License required</li>
<li>Minimum 3 years of experience in administration preferred</li>
<li>Minimum 5 years of experience as a classroom teacher preferred</li>
<li>Demonstrated success in the areas of school leadership, urban education, real world learning, curriculum development, instructional support, professional development, data teams, formative assessments, Love &amp; Logic, and BIST.</li>
<li>Knowledge of co-teaching and project-based learning</li>
<li>Desire to continue professional development</li>
<li>Excellent organization skills and an ability to coordinate multiple tasks and activities</li>
<li>Outstanding verbal and written communication skills and an ability to keep multiple stakeholder groups, including parents, teachers, staff, volunteers and partners, informed of critical issues, activities and schedules. </li>
<li>Excellent work ethic, positive attitude, flexibility and willingness to perform tasks assigned</li>
<li>Demonstrates ethical behavior and confidentiality of information about students and teachers in the school environment and community.</li>
<li>Must pass an extensive background checks.</li>
</ul>
 
 
All applicants must apply on Crossroads' website: <a href="http://www.crossroadsschoolskc.org/careers" target="_blank">http://www.crossroadsschoolskc.org/careers</a>
 
Key Working Relationships in Addition to Supervisor:
 
Teachers, Students, Parents, Volunteers, Office Staff, Support Staff, Assistant Principals, Principals, District Leadership Team, Central Office Team
 
 
 
Expected Salary - One of your application questions will ask you to indicate your expected salary. To respond to the question, please review the 2024-25 12-Month Academic Compensation Philosophy to indicate your expected salary. 
 
 
 
 
Both federal and state law requires all public school personnel to submit to and pass a criminal background check prior to employment by the school. Crossroads Charter Schools is required by law to exclude from employment any person who has pleaded to or been found guilty of a felony or crime involving moral turpitude under the laws of the State of Missouri, any other State of the United States or any other country, whether or not a sentence is or was imposed.
 
Please be advised that Crossroads Charter Schools does not seek information related to the conviction of crimes unrelated to those described in this question. Your conviction of a crime not otherwise listed above is not an automatic disqualification from employment consideration. The school will consider the nature of the offense and the relationship between the offense and the position for which you are applying.

Elementary Assistant Principal (2025 - 2026 School Year)

<h3>Job Description</h3>
Job Description:\n\nSalary: About Boston Prep Boston Prep is a college-preparatory charter public district, made up of a single-site High and high school. In 2025-2026, our community will include 700 students in grades 6-12, nearly 500 alumni, over 150 faculty members, and hundreds of families. The majority of our students and families reside in Dorchester, Roxbury, Mattapan, and Hyde Park. As a charter public school, we welcome all students via an impartial public lottery, and hold the same high expectations and ambitions for all of our students, including those with special needs and English language learners. Mission At Boston Prep, our mission is to prepare students to succeed in a four-year college and embody, in thought and action, lifelong ethical growth. We foster an environment structured around accelerating academic growth, as demonstrated by our extended school day and school year. We believe that to do this work effectively, relationships are the heart of our community and an understanding of anti-racism is critical in serving our community effectively. To achieve our ambitious goals, our approach includes six essential beliefs that we believe leads to our success:We have an exceptional adult team; we are One Team.We hold high expectations for all students.We foster ethical growth, inside and outside of the classroom.We have an invested, passionate student culture, balanced by structure and joy.We offer a range of support, academic, social, and emotional, to all students.We ensure college persistence through a number of student and alumni support. Values Our mission guides Boston Prep and our values guide how we work together as a One Team. Our values hold us accountable to ourselves, to one another, to our students, and to our families. They remind us of how we strive to do the work of our achieving mission together, united as a One Team. Our One Teams values:We are mission driven.Everyone is here for the same reasons.Organizational changes are required to achieve the mission.We believe all of us, in every step of our journey, have room to improve.Staff actions drive student results. Ideal Candidate At Boston Prep, we believe that every teacher has the power to make a difference in the lives of our students. We are committed to creating a culture of inclusion and belonging where all students feel seen, heard, and valued. As a teacher with us, you will have the opportunity to inspire and empower the next generation, while also making a meaningful impact on your own career. You embody the mindset that kids do well if we believe they can. We recognize that representation matters, and we strive to ensure that our students see themselves reflected in their teachers and leaders. We believe that a team of diverse leaders and teaching staff enhances our students' educational experience and fosters a deeper sense of belonging. As a teacher at Boston Prep, you will have the opportunity to work alongside a team of passionate educators who are committed to creating a supportive and inclusive learning environment. We are committed to providing our teachers with the coaching and resources they need to thrive. We offer ongoing professional development opportunities and a supportive work environment where your contributions are valued and recognized. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. As a High School Assistant Principal. . . The Role in Context The Assistant Principal is second in command, serving as both an instructional and culture leader in the school. The Assistant Principal plays a pivotal role in shaping and maintaining a school culture that prioritizes student achievement and positive outcomes. This leader works in close partnership with the Chief Culture and Equity Officer and the High School Principal to foster a school environment where students thrive academically, socially, and emotionally. Primary Responsibilities: Vision and StrategyCollaborate with Principal and DCIs to ensure alignment on instructional vision.Model and consistently communicate organizational standards for instruction, classroom culture, content knowledge and continuous learningCommunicate regularly with the Principal, DCIs, Dean of Operations, Dean of Special Education, and Deans of Students, collaborating to problem solve and prioritize issues that impact classroom and / or school culture, retention of team, etc.Review academic programs, initiatives and interventions, annuallyWith the other members of the School Leadership team, ensure the proper functioning of the school via structures and support for staff and students.Report to the HS Principal and Chief Culture and Equity Officer Partnering with the Principal (and Chief Culture &amp; Equity Officer) on key initiatives that support the development of a robust student culture and achievement of school-wide goalsPlan for and facilitate Community Meetings (in partnership with Grade Level Leads) to build and foster community within the HSCommunicate regularly via public spaces emphasizing the importance of our mission, virtues and school prioritiesParticipate in high school level leadership meetings to ensure alignment on cultural goals and normsReview multiple pieces of data, including attendance, behavioral, and academic data, and lead in development strategies and supports for students who are struggling in classes or during unstructured times, i.e behavioral plansSupport Grade Level Leads in the planning and execution of weekly grade level team meetingsMonitors and improves, as necessary, the systems and routines for students. (i.e.-arrival, dismissal, transitions, lunch, etc.) Curriculum and InstructionPartner with the Principal, DCIs and Dean of Special Education, to set action plans, as neededEnsure curriculum is aligned with MA Curriculum Frameworks and Common Core Standards, relevant and rigorous enough to ensure fulfillment of school missionTeach up to one section of EthicsSupport teachers with their instructional pacing, aligned to course scope and sequences, to ensure mastery of necessary standardsSupport teachers in the internalization and/or development of UnboundEDs GLEAM (Grade Level, Engaging, Affirming, Meaningful) AssessmentGuide teachers and content areas to develop and implement high quality assessments, monitor and guide the type, variety and quality of student assessments, and drive purposeful use of assessment data and feedback Student Support Designing individualized student interventions and collaborate with stakeholders for implementation and assessment of effectivenessLeads the effective implementation of MTSS in collaboration with the leadership teamDesign student interventions by partnering with the Health and Counseling team, teachers, students, and families to identify students requiring plans, to create and implement individual intervention plans; proactively communicate the plans and provide regular updates.Ensure students are on-time and in attendance at school; supervise daily attendance procedures, conduct necessary family follow-up inside and outside of Boston Prep, and monitor and take action related to truancySet up the makeup work plan for long term absences (including suspensions), facilitate execution of planFile Truancy and CRA reports as necessary Team Development and CoachingCoach up to four teachers, aligned to our internal Effective Teaching Rubric and school prioritiesLead one content area department, including planning and facilitating weekly meetings focused on a cycle of inquiry rooted in UnboundEDs GLEAM (Grade Level, Engaging, Affirming, Meaningful) InstructionCoach and develop HS Culture Team to execute daily expectations around student culture and climateWork with HS Culture Team to develop and implement a school-wide discipline policy in all areas of the school including classrooms, hallways, cafeteria, and recreational areas in collaboration with administrators and teachers.With the principal, ensure a timely and appropriate approach to student issues, differentiate the reflection process, and support teachers in their processing conversations, ensuring they occur with fidelity. This will occur in collaboration with the Principal, through proactive training and reactive feedback via observations Data Management and AnalysisAnalyze data on student achievement and assessment, using it to inform instruction and professional developmentAnalyze school-wide and grade level specific culture data, such as suspensions, referrals, demerits, and merits, to identify strengths and areas for growth in school cultureMonitor and report on annual school goals, as defined by the Strategic Plan, to the Chief Academic Officer and other stakeholdersOn a consistent basis, review and analyze discipline data and communicate results to important stakeholders (i.e. in check-ins with principal, in grade levels, with students and families, to teachers, etc.)Using data, create and maintain solutions to meet the needs of specific subgroups (i.e. Boys Group, Girls Group, etc.)Model the use of key communication structures, i.e. Deans List Professional DevelopmentPlan, lead and facilitate orientation for new and returning team membersIdentify and coordinate external professional development opportunities for the team, as well as plan and facilitate internal professional development for the team to drive growth.Plan, lead, and facilitate school-based professional learning sessions, including sessions on the vision and implementation of the schools culture systems and routines, in accordance with the districts PD calendar Community Engagement Developing and strengthening student voice and student activities at Boston Prep by partnering with students, faculty, and community members inside and outside of the classroomCommunicate positive results or actions about students in a variety of forums, across a variety of mediumsProactively interact with students during breakfast, lunch, transitions, and dismissal to model school virtues commitments, driving a positive community culture and building relationshipsFoster student leadership and presence in the school by strengthening student government and peer to peer support programs (i.e., support the leaders of Phoenix Senate)Lead the onboarding process for new students, via summer onboardingCollaborate with Chief Culture &amp; Equity Officer to build a cohesive and virtue-driven advisory curriculum, aligning with Boston Preps Portrait of a Graduate framework.Develop and oversee an annual calendar of student events that promote joy, celebrate diverse identities, and strengthen school pride.Work in collaboration with other stakeholders (i.e.-Phoenix Senate Leaders, DEI Coordinators, GLLs etc.) to ensure events are executed with quality by those that own the specific eventsEnsure fidelity to Boston Preps Social-Emotional Learning (SEL) model by leading the HS Circle Walkthrough Team, providing feedback to Circle facilitators, and integrating SEL principles into the school culture.Ensure the Boston Prep virtues are embedded in all aspects of school life, from student traditions to classroom practices.Support the growth and implementation of the HS Ethics Program, fostering student and faculty investment in ethical reasoning and character development. Compliance and AccountabilityAs required, conduct investigations of items related to the Code of Conduct, up to and including those that may require suspension. Partner with school leaders where appropriate and manage all communication and follow-ups with students, faculty, and families including required documentation Management/SupervisionMonitor staff attendance and schedule attendance meetings in accordance with school policyWrite and implement performance improvement plans for staff members who consistently do not meet expectationsIn consultation with HR, investigate allegations of staff misconduct; hold investigatory meetings; issue investigation outcomesMediate staff conflicts; when principal mediations do not resolve the conflict, consult with HR on next stepsFollow the steps in the annual performance management cycle for all direct reports; ensure all other school-based managers adhere to the annual performance management cycle Professional GrowthConsistently model and practice key leadership routines to stay sharp, including but not limited to: observation/feedback coaching; weekly data meetings; professional development design and facilitationParticipate in ongoing professional development opportunities to enhance leadership skills and stay current with educational best practices. Experience:3-5 years of previous teaching experience. In a charter school setting is a plus. Experience with diverse student populations and inclusive education practices is a plus.Prior Leadership experience in a school setting required; 2+ years in an Assistant Principal (preferred) Education, Certifications, and Licensure:Education:A bachelors degree in education or a related field is required. Graduate degree in School Leadership, Education and/or a related field.Certification:Valid Massachusetts teaching license in the appropriate subject area.A passing score on the Communications &amp; Literacy MTEL, as well as a MTEL in the content area(s) they teach within their first year of employment at Boston PrepAn SEI Endorsement (core academic and special education teachers only) as defined by DESE, within their first year of employment at Boston Prep For more information, please visit our website at <a href="http://www.bostonprep.org" target="_blank">www.bostonprep.org</a>. One Mission. One Team. One School. We are Boston Prep. <a href="http://www.bostonprep.org" target="_blank">www.bostonprep.org</a> | Facebook | Twitter | Instagram | LinkedIn | YouTube At Boston Preparatory School we acknowledge barriers to opportunities that exist within the job seeking market. Many potential candidates shy away from applying due to lack of confidence in their skills and imposter syndrome. As we do our part to dismantle these barriers within our own recruitment processes, we encourage candidates from all walks of life, especially those from marginalized backgrounds, to apply and make positive change within the lives of our students.

2025-2026 | High School Assistant Principal

<h3>Job Description</h3>
Job DescriptionReports To:
School Principal
 Principal Objectives/Purpose
Job Summary: The Assistant Principal will assist the Principal in the overall management of the school, providing leadership and support in academic programming, student discipline, faculty supervision, and ensuring the implementation of school policies. The Assistant Principal will collaborate with teachers, staff, students, and parents to foster a safe, inclusive, and high-achieving school environment.
Key Responsibilities:
<ol>
<li>
Administrative Leadership:
<ul>
<li>Assist the Principal in developing and implementing school-wide goals and policies.</li>
<li>Support daily operations and management of the school.</li>
<li>Assume the responsibilities of the Principal in their absence.</li>
<li>Work with the leadership team to ensure effective instructional practices.</li>
</ul>
</li>
<li>
Student Discipline:
<ul>
<li>Enforce the school's code of conduct and discipline policies.</li>
<li>Address behavioral issues and work with students and families to implement intervention strategies.</li>
<li>Support a safe and positive school environment for all students.</li>
</ul>
</li>
<li>
Curriculum and Instruction:
<ul>
<li>Collaborate with teachers to monitor and improve instructional practices.</li>
<li>Assist in developing and implementing curriculum improvements.</li>
<li>Support professional development for faculty on best practices in education.</li>
<li>Analyze academic performance data to assess the effectiveness of programs and practices.</li>
</ul>
</li>
<li>
Staff Supervision and Support:
<ul>
<li>Assist in evaluating and mentoring teachers, providing constructive feedback.</li>
<li>Support teachers in classroom management and instructional planning.</li>
<li>Foster professional growth opportunities and promote a culture of collaboration among faculty.</li>
</ul>
</li>
<li>
Communication and Collaboration:
<ul>
<li>Serve as a liaison between the school, students, parents, and community.</li>
<li>Promote and maintain open lines of communication with parents and guardians.</li>
<li>Attend meetings, school events, and other activities as needed.</li>
</ul>
</li>
<li>
Safety and Crisis Management:
<ul>
<li>Ensure the safety and well-being of students and staff.</li>
<li>Help implement crisis response protocols and assist with emergency drills.</li>
<li>Monitor the school environment to prevent bullying and harassment.</li>
</ul>
</li>
<li>
Budget and Resource Management:
<ul>
<li>Assist the Principal in managing school budgets, resources, and materials.</li>
<li>Work to ensure the school operates efficiently and effectively within its financial constraints.</li>
</ul>
</li>
<li>
Other Duties:
<ul>
<li>Perform other duties as assigned by the Principal.</li>
</ul>
</li>
</ol>
Working Conditions:
<ul>
<li>Full-time position.</li>
<li>Evening and weekend work may be required for school events or meetings.</li>
<li>Occasional travel for conferences or training.</li>
</ul>
 
Required Qualifications
<ul>
<li>Bachelor's Degree in Education, Business or related discipline</li>
<li>Minimum of three to four years of successful public-school experience as a classroom teacher with grades 9 -12</li>
<li>Demonstrated experience in Curriculum and Instruction in education and/or educational administration, or such alternatives as the Governing Board may find appropriate and acceptable</li>
<li>Valid Arizona Department of Public Safety Fingerprint Level 1 at the time of hire</li>
<li>Strong understanding of educational policies, laws, and best practices.</li>
<li>Excellent communication, interpersonal, and problem-solving skills.</li>
<li>Ability to build positive relationships with staff, students, and the community.</li>
<li>Commitment to diversity, equity, and inclusion.</li>
</ul>
 Desired Qualifications
<ul>
<li>Master's Degree in Educational Leadership (K-12) or Curriculum &amp; Instruction (K-12) or equivalent experience</li>
<li>Minimum of 2 or more years of successful public-school experience as an educational leader or administrator</li>
<li>Minimum of 2 or more years of experience in an educational setting working with at-risk youth</li>
<li>Experience working with students of various cultures and socioeconomic backgrounds</li>
<li>Experience in the fields of youth development, engagement, education, and workforce development</li>
<li>Thorough understanding of school operations and procedures</li>
<li>Ability to coordinate campus support operations</li>
<li>Working knowledge of curriculum and instruction</li>
<li>Ability to evaluate instructional program and teaching effectiveness</li>
</ul>
Background Check Must have a reputation for honesty and trustworthiness. Misdemeanour and/or felony convictions may be disqualifying depending on type, number, severity, and how recent. The background check will consist of a reference checks, employment, education, and criminal background search.
ACYR is an at-will employer and any offer of employment with ACYR is contingent upon a successful completion of said background check.
Certification/Licenses/Other Requirements Valid Arizona Level II Fingerprint Clearance Card. Valid Arizona Driver's License. Requires use of insured personal vehicle for agency business.
Work Environment This position operates in a professional office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. The noise level in the work environment is usually moderate.
Physical Demands While performing the duties of this job, the employee is regularly required to sit and use hands. The employee is frequently required to talk or hear. The employee is occasionally required to stand and walk. The employee must occasionally lift and/or move up to five pounds. Specific vision abilities required by this job include close vision, peripheral vision and ability to adjust focus.
This job description does not list every job responsibility and the employee may be asked to perform other duties as necessary. The incumbent's performance will be based in part on his/her performance of the duties outlined in this job description. This job description is not a contract for employment and the incumbent or ACYR may terminate employment at any time, for any reason, furthermore, ACYR has the right to change this job description at any time.

Assistant Principal- City View High School

<h3>Job Description</h3>
Job DescriptionPosition: Bilingual Assistant Principal (High School)Compensation: Up to $65 per hourJob Type: Full-timeAre you an experienced, passionate, and bilingual educational leader ready to make a real impact?We're seeking a dynamic Bilingual Assistant Principal to join our leadership team! If you're dedicated to fostering an inclusive and effective learning environment for all students, particularly English Language Development (ELD) and Special Education (SPED) populations, we encourage you to apply. This is a unique opportunity to leverage your expertise in K-12 online education and technology to empower students and support our dedicated teaching staff.What You'll Do: As a Bilingual Assistant Principal, you will play a vital role in shaping the academic and cultural landscape of our school. Your responsibilities will include:
<ul>
<li>Strategic Leadership: Maintaining open communication with the Director of Instruction and other school leaders, actively participating in discussions, problem-solving, and decision-making.</li>
<li>Curriculum Development: Collaborating with the Curriculum Coordinator to develop innovative academic programs that meet the diverse instructional needs of our students.</li>
<li>Positive School Climate: Managing school climate, enhancing staff morale, and providing exceptional customer service to our parents and families.</li>
<li>Teacher Coaching &amp; Mentoring: Serving as a lead teacher and coach for new cyber teachers, providing guidance and support to ensure their success.</li>
<li>Student Engagement: Collaborating in building and implementing programs that foster student engagement in school activities and systems.</li>
<li>Effective Communication: Establishing and directing forums/team meetings for teachers to facilitate collaboration and communication.</li>
<li>Tech Integration: Evaluating and recommending instructional technology and programs that support educational goals, working with the Coordinator of Technology and Director of Instruction on implementation.</li>
<li>Professional Development: Designing professional development opportunities for staff on new technology purchases in collaboration with the Coordinator of Technology.</li>
<li>Data Management: Ensuring accurate maintenance of data related to all educational activities.</li>
<li>Grade Book Expertise: Working directly with teachers on utilizing the electronic grade book system effectively.</li>
</ul>
What You'll Bring:We're looking for someone who has:
<ul>
<li>Education: Master’s degree required.</li>
<li>Certification: Valid Pennsylvania Administrative I or II Secondary Principal certification.</li>
<li>Experience:
<ul>
<li>At least five years of professional experience in school leadership, teacher coaching, or program leadership.</li>
<li>Demonstrated experience working in an urban setting with a high percentage of English Language Development (ELD) and Special Education (SPED) students.</li>
</ul>
</li>
<li>Skills:
<ul>
<li>Bilingual proficiency in Spanish and English (required).</li>
<li>Demonstrated understanding of K-12 online education and relevant technology.</li>
<li>Strong communication skills with the ability to influence positive behaviors and establish effective working relationships.</li>
<li>Proficiency in writing reports, formal correspondence, and other documentation.</li>
</ul>
</li>
<li>Background Checks: Current FBI fingerprints, PA Criminal, and Child Abuse background checks required.</li>
<li>Transportation: Ability to reliably commute to the building.</li>
</ul>
Skills and Abilities:
<ul>
<li>Ability to effectively communicate cyber school objectives and goals to influence positive behaviors.</li>
<li>Capacity to establish and maintain effective working relationships with staff, students, and parents.</li>
<li>Strong presentation skills with the ability to respond to questions from various stakeholders.</li>
<li>Commitment to ongoing professional development based on assessed needs.</li>
<li>Ability to respectfully address inquiries, concerns, or complaints from parents, students, and staff.</li>
<li>Leadership skills to motivate staff in meeting critical deadlines while managing time constraints.</li>
</ul>
Physical Requirements:
<ul>
<li>Ability to sit for extended periods while working at a desk or computer.</li>
<li>Constant use of hands, fingers, and arms; excellent eye-hand coordination is essential.</li>
<li>Occasional activities involving walking, bending, squatting, reaching, climbing stairs, or standing for extended periods may be required.</li>
<li>Ability to see clearly for visual tasks such as reading documents or using a computer monitor.</li>
<li>Ability to lift/move up to 30 lbs as needed.</li>
<li>Must be able to come onsite for all required days.</li>
</ul>

High School Assistant Principal | Bilingual Spanish

<h3>Job Description</h3>
Job DescriptionWho We Are Looking ForAt Launch Charter School, we believe in rigorous, inclusive instruction that ensures all students—regardless of background or learning needs—have access to high-quality education. We are seeking an Assistant Principal who is passionate about humanities instruction, special education, and student achievement. This leader must be an equity-driven instructional coach, a data-focused strategist, and a collaborative team builder.Key Values &amp; Beliefs
<ul>
<li>Every student deserves a rigorous, high-quality education that prepares them for future success.</li>
<li>Inclusion is non-negotiable—students with IEPs, 504 plans, and ELL status must be fully supported in every classroom.</li>
<li>Data should drive instruction—teachers must use assessment data to refine strategies and ensure student growth.</li>
<li>Collaboration builds strong schools—teachers, families, students, and community partners must work together to create an environment of high expectations.</li>
<li>Literacy is the foundation of learning—ELA and Social Studies should be taught with a focus on critical thinking, discussion, and deep reading.</li>
</ul>
Key Skills &amp; Competencies
<ul>
<li>Instructional Leadership – Ability to coach teachers, lead professional development, and ensure high-quality instruction in ELA, Social Studies, and Special Education.</li>
<li>Inclusive Education Expertise – Deep knowledge of IEPs, co-teaching models, UDL, and intervention strategies to support diverse learners.</li>
<li>Data Analysis &amp; Action Planning – Skilled at using assessment data to drive instructional decisions and monitor student progress.</li>
<li>Teacher Development &amp; Coaching – Ability to observe, give feedback, and support teacher growth in best practices for student achievement.</li>
<li>Equity-Driven Decision Making – Commitment to closing opportunity gaps and ensuring that all students succeed.</li>
<li>Family &amp; Community Engagement – Ability to build relationships with families and ensure strong communication around student progress.</li>
<li>Learner’s Mindset – Commitment to continuous learning, personal growth, and adapting to new challenges and opportunities.</li>
</ul>
Key Responsibilities1. Instructional Vision
<ul>
<li>Set a high bar for instructional excellence in ensuring curriculum alignment with state standards and EL Education Core Practices.</li>
<li>Manage, coach, and develop teachers through weekly observations, feedback, and instructional planning support.</li>
<li>Ensure the effective integration of literacy strategies across content areas to strengthen reading and writing outcomes.</li>
<li>Lead professional development for teachers on best practices in reading comprehension, discussion-based learning, and inquiry-driven instruction.</li>
<li>Partner with teachers to refine differentiated instruction strategies, ensuring all students—especially struggling readers and ELLs—receive the support they need to thrive.</li>
</ul>
2. Inclusive Education Vision
<ul>
<li>Own the vision for inclusive education, ensuring that all students, particularly those with IEPs, 504 plans, and ELL status, receive high-quality, accessible instruction.</li>
<li>Lead special education compliance, ensuring all IEP meetings, progress monitoring, and interventions are effectively executed.</li>
<li>Oversee the implementation of co-teaching models, push-in/pull-out supports, and accommodations across all content areas.</li>
<li>Ensure general education and special education teachers effectively collaborate to meet the needs of diverse learners.</li>
<li>Provide targeted professional development on Universal Design for Learning (UDL), differentiation, and trauma-informed instruction.</li>
</ul>
3. Data-Driven Results
<ul>
<li>Lead data meetings to analyze student performance and identify trends in achievement, literacy growth, and intervention effectiveness.</li>
<li>Ensure teachers effectively use formative and summative assessments to drive instructional adjustments.</li>
<li>Own IEP goal tracking and progress monitoring, ensuring students with disabilities are making measurable growth.</li>
<li>Partner with teachers to set SMART goals for student achievement and ensure accountability through regular progress checks.</li>
<li>Collaborate with the co-principal of instruction to oversee Tier 2 and Tier 3 interventions, ensuring targeted supports are effectively implemented.</li>
</ul>
4. Staff Culture &amp; Leadership
<ul>
<li>Serve as a thought partner and coach for teachers, creating a collaborative, solutions-oriented team culture.</li>
<li>Model inclusive leadership, ensuring all students—regardless of background or learning needs—are held to high expectations.</li>
<li>Drive teacher retention and development, ensuring staff receive meaningful support to grow in their craft.</li>
<li>Facilitate weekly/bi-weekly team meetings for staff, ensuring alignment on instructional priorities.</li>
<li>Lead family communication efforts to ensure families are engaged as partners in their child’s education.</li>
</ul>
5. Schoolwide Systems &amp; Student Initiatives
<ul>
<li>Manage and own the promotion in doubt process, ensuring students at risk of retention receive targeted support and clear communication.</li>
<li>Lead the honor roll celebration and other fun student initiatives that recognize academic achievement and positive contributions to the school community.</li>
<li>Oversee the honor roll process, ensuring transparent criteria and recognition of students who meet academic excellence.</li>
<li>Implement and uphold the grading policy, ensuring consistency and alignment with instructional expectations.</li>
<li>Co-lead test prep with the co-principal of instruction to ensure students are well-prepared for state and internal assessments.</li>
<li>Manage assessment cycles, including scheduling, quality assurance of assessment materials, and teacher/student preparation.</li>
<li>Collaborate with the Ops team for regular distribution of progress reports and report cards.</li>
<li>Attend and actively participate in the School Leadership Team (SLT) to drive continuous school improvement efforts.</li>
</ul>
The Ideal Candidate Will Be:
<ul>
<li>Holder of a Bachelor’s degree, with an advanced degree preferred.</li>
<li>NY State Certification in School Leadership (SBL or SDL) preferred.</li>
<li>Minimum 5 years of teaching experience needed. </li>
<li>Minimum 1 year of leadership experience needed. </li>
<li>Experienced in coaching teachers and leading professional development.</li>
<li>An expert in Special Education laws, IEP processes, and inclusive education best practices preferred</li>
<li>Strong in EL Education principles, literacy interventions, and data-driven instruction preferred</li>
<li>Passionate about equity, inclusion, and ensuring all students receive a rigorous, high-quality education.</li>
<li>Skilled in team-building, collaboration, and communication.</li>
</ul>
Compensation: Highly competitive and commensurate with experience, along with a full benefits package. Launch is an equal opportunity employer and does not discriminate against any individual or group for reasons of race, color, creed, sex, age, culture, national origin, marital status, sexual preference, or mental or physical disability.
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Di01qRujKK

25-26 Middle School Assistant Principal

<h3>Job Description</h3>
Job Description
&nbsp;Our client, a Brooklyn-based Jewish day school that provides education for Pre-K through Grade 12, is looking to hire an Assistant Principal to lead, direct, and supervise the Elementary School program.
 RESPONSIBILITIES:
Instructional Leadership
<ul>
<li>Assist the Principal in the development, implementation, improvement and evaluation of the instructional program conforming to the school and mission statement.</li>
<li>Provide instructional leadership by keeping current in instructional techniques and technology.</li>
<li>Work as part of a collaborative leadership team in school administration</li>
<li>Assist in the evaluation of student academic performance and provide leadership to improve this performance.</li>
<li>Conduct parent and student meetings and attend all school activities.</li>
</ul>
Staff Personnel
<ul>
<li>Supervise the instructional programs of the school, evaluating lesson plans and observing classes (teaching, as duties allow)</li>
<li>Assist in screening, interviewing, and recommending employment and contractual status of staff.</li>
<li>Mentor, assess, and assist in the evaluation and supervision of teachers.</li>
</ul>
Curriculum Development
<ul>
<li>Assist in the coordination and development of the curriculum.</li>
<li>Work with the principal to implement new programs into the curriculum.</li>
</ul>
Pupil Personnel
<ul>
<li>Partner with parents in working to provide children with optimal levels of challenge</li>
<li>Assists staff to develop appropriate responses to student behavior.</li>
</ul>
Public Relations
<ul>
<li>Support the school/community organizations.</li>
<li>Develop and maintain positive communication with the community</li>
</ul>
 QUALIFICATIONS:
<ul>
<li>Must have a Masters degree or higher, preferably in a major concentration in educational&nbsp;administration and/or Rabbinical Ordination</li>
<li>Five to seven years of successful, highly qualified teaching experience in education is&nbsp;required.</li>
<li>Experience with school administration and internal operations.</li>
<li>Strong skills in culturally relevant education and a demonstrated ability to work with</li>
<li>teachers, staff, and the community to maximize student achievement.</li>
<li>Ability to implement policy-based progressive discipline with students and staff with&nbsp;consistent and equitable conflict resolution skills.</li>
<li>Effective communication skills to support staff evaluation, school-wide strategic planning,&nbsp;and professional development activities.</li>
<li>Ability to juggle and prioritize multiple initiatives.</li>
<li>Strong computer skills and ability to learn new technologies. MS Office skills required,&nbsp;proficiency with Excel and spreadsheets required.</li>
<li>Collaborative, with strong communication and interpersonal skills; works well as part of a&nbsp;team.</li>
<li>Detail-oriented and highly organized.</li>
<li>Fluency in Hebrew and English is required.</li>
</ul>
 This position requires a local area candidate who can easily commute daily to Brooklyn, NY. The Assistant Principal is required to be on-site daily. BENEFITS: Benefits include but are not limited to medical, dental, vision, flexible spending, tuition discount and 403(b). 360 Talent Avenue is an Equal Opportunity Employer. We do not discriminate on the basis of race, religion, color, sex, gender identity, sexual orientation, age, non-disqualifying physical or mental disability, national origin, veteran, status or any other basis covered by appropriate law. All employment decisions are based on qualifications, merit, and business needs.&nbsp;
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Assistant Principal, Elementary School (Hebrew-Speaking)

<h3>Job Description</h3>
Job Description
<ul>
<li>Job Overview: Serves as principal in the absence of the regular principal. Assists in maintaining discipline throughout the student body and deals with special cases, as necessary. Job Functions:</li>
<li>Assists the principal in the overall administration of the day-to-day operations of the school and keeps the principal informed.</li>
<li>Serves as principal in the absence of the regular principal.</li>
<li>Assists in maintaining discipline throughout the student body and deals with special cases as necessary.</li>
<li>Performs such record-keeping functions as the principal may direct.</li>
<li>Supervises teachers and departments as assigned by the principal</li>
<li>Performs such other tasks and assumes other responsibilities as the principal may from time to time direct.</li>
<li>Understands regular Education and Special Education laws, rules, and regulations.</li>
<li>Notifies and collaborates with parents to resolve student/student and student/teacher issues.</li>
<li>Uses data sources, such as, formative, and summative assessments and communicate the data to the school community.</li>
<li>Uses data to facilitate change and communicate data driven decisions to all stakeholders.</li>
<li>Assesses student academic needs for the purpose of meeting all TCAP, NCLB, RTTT, and ACT/Explore benchmarks and recognizes gaps in student achievement and implements appropriate educational responses.</li>
<li>Reviews, revises and implements the school crisis management plan.</li>
<li>Possesses confidence in using technology as an administrative, student management, instructional, and communication tool.</li>
<li>Works with administrators to develop data driven professional development.</li>
<li>Must learn and implement the new evaluation system for the 2011 school year as legislated by law and district and school level policy.</li>
<li>Familiar with state reports, extended contracts, Title II funding, School Improvement Plan, school report card, TVAAS website.</li>
<li>Knowledgeable in master scheduling, teacher certification, and course codes.</li>
<li>Creates a culture of professional learning communities through collaboration to produce continuous school improvement and student achievement.</li>
<li>Follows laws set forth by the State/Federal Government and follows policies/procedures set forth by the Maury County Board of Education; and</li>
<li>Other duties as assigned by principal.</li>
</ul>

4,228 school-assistant-principal Jobs